published_or_final_version / Politics and Public Administration / Master / Master of Public Administration

Since the introduction of the Employment Equity Act in 1986, organizations in Canada's federal jurisdiction have been required to adopt Employment Equity Programs (EEPs) designed to increase the presence of four traditionally under-represented groups: women, aboriginal peoples, disabled persons, and visible minorities. This dissertation reports the results of a study that identifies the type of EEPs organizations subject to the Act have adopted, examines the impact that EEPs have had on hiring and promotion, and identifies what makes an EEP effective. Results suggest that organizations that adopt EEPs that are more formalized, more comprehensive, and better supported are more likely to hire and promote a representative number of designated group members (especially non-minority women and members of visible minorities). Implications for practitioners and policy makers are discussed.

No abstract available. / Thesis (LL.M.)-University of Natal, Durban, 2003.

No description available.

The attitudes of all Hoosier women (304) employed full-time in editorial (writing/managing) capacities on Indiana's seventy-eight dailies were determined through a mail questionnaire that queried demographics and five subject areas: job conditions, self-concept, upward mobility, male versus female situations, and effects of the women's movement.The researcher expected Hoosier women to feel discrimination against their chances for upward mobility and in their assignments and job conditions, as was found in prior studies. It was also expected that the women's movement would have little impact on women in a corn-belt midwestern state.The results indicated that nearly half of the respondents had experienced discriminatory practices, with 40 percent of them claiming to have person-ally attempted to better the situation. While the women overwhelmingly liked their jobs and felt females to be as good or better than males in reportorial duties, the key finding of the research was that overall, Hoosier women were undecided (in their mean responses) to nearly 40 percent of the instrument's statements.Further, the women perceived not the original five dimensions of questions, but three: "us versus them" that related to the newspapers' treatment of employees, in particular women; personal attitude questions; and women's movement questions.It was also found that the women, by virtue of their responses to the instrument, tended to group themselves into two "types" that were not related to job conditions, pay, education, or the bulk of the demographics. The only significant factor that differed in the two groups was number of years in journalism, as Type 1 women were younger than Type 2. Overall, the Type 1 women were found to be more conscious of discrimination toward women and leaned heavily toward the male versus female dimension of statements. Type 2, the older women, were aware of problems in the field, but were more satisfied with their jobs and positions in life, with more concern focusing on self-concept and job conditions.Mean responses of the demographic questions provided a profile of the average Hoosier newspaperwoman in this first study to be undertaken in Indiana. The research became only the fifth such study done in an individual state. Most of the demographic findings were similar to those found in other states or in national surveys with the exception of pay, where Indiana women experienced a decidedly lower mean wage.

Teacher selection is an important component in the way schools and school corporations hope to attain their overall goals and objectives. This study was designed to partially replicate a study completed by H. Bradford Allison in 1981 at the University of Wisconsin - Madison which looked at the effect of candidate age, candidate experience, and administrator position in the teacher selection process.Randomly selected administrators (300 principals and 300 superintendents) were sent a packet of information which included a candidate summary containing hypothetical information about a teacher candidate and a position description which outlined the teaching position to be filled. The candidate summary varied age two ways (29 years and 49 years) and experience level three ways (no experience, three years experience, and eight years experience). After reviewing the information, respondents were asked to rate the hypothetical candidate on the following six criteria:1. Candidate's knowledge of the curricular area.2. Candidate's ability to transmit knowledge.3. Candidate's likelihood to contribute to overall school operations.4. Candidate's ability to maintain a disciplined teaching environment.5. Candidate's ability to create a friendly classroom environment.6. Candidate's potential to grow in the profession.The dependent variable was the composite score or overall candidate rating computed from the six criteria on the candidate evaluation form. A 3X2X2 factorial design was used for this experiment and analysis of variance was used to analyze the effects of the variables on the composite rating.An alpha level of .05 was established as the critical value. The analysis yielded a significant F ratio (.033) for the three way interaction of administrator position, candidate age, and candidate experience. There was no significant F value for any of the two way interactions (administrator position X candidate experience, administrator position X candidate age, and candidate experience X candidate age). Nor was there a significant F value for any single main effect.Further analysis of the statistically significant three way interaction found that superintendents rated 49-year-old candidates with eight years experience significantly lower than they rated 29-year-old candidates with eight years experience. These findings suggest that under the conditions utilized in this study, age discrimination was not universally evident but occurred in the way superintendents rated 49-year-old candidates with eight years experience. / Department of Educational Leadership

This study was formulated around the critical issues of teacher selection, potential discrimination, and candidate competence. This study investigated the effects of teacher candidate's age, ethnic name and undergraduate Grade Point Average (G.P.A.) on the school principals' evaluation of the candidate in the resume screening stage of selection.One hundred secondary school principals from a national random sample rated the hypothetical teacher candidates with different age conditions and resume conditions (ethnic name and G.P.A.). The principals' ratings for each candidate on the six selection criteria on the evaluation form were computed to yield a composite score for the candidate. Analysis of Variance (ANOVA) was used to examine the differences among composite scores for the candidates with different age and resume conditions. There was no statistically significant difference found in the principals' ratings for the candidates with different age conditions. This finding indicated that candidate's age did not have an effect on the principals’ evaluation. There was a statistically significant difference in the principals' ratings for the candidates with different resume condition. This finding indicated that candidate's resume condition had influence on the principals' evaluation.A post-hoc procedure, Tukey (HSD), was further used to detect the specifics of the resume condition effect. The data analyses indicated that candidate's G.P.A. had a direct effect on the principals' evaluation only for the Anglo-Saxon name candidates not for the Hispanic name candidates The data analyses also indicated that candidate's ethnic name had an indirect effect on the principals' evaluation, and the effect was in favor of the Hispanic name candidates with a high G.P.A. / Department of Educational Leadership

Thesis (MEd (Human Resource Studies)) -- University of South Australia, 1995

Thesis (MEd (Human Resource Studies)) -- University of South Australia, 1995

Thesis (M.A.)--University of British Columbia, 2007. / Includes bibliographical references (leaves 169-173). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.